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A
Report on
Seminar on contemporary Issue
Submitted to the
Rajasthan Technical University
In
Partial fulfilment of the requirement
For the degree of
“Master of Business Administration”
Topic: “RURAL GIRLS EDUCATION”
Submitted By
Chirag Purohit
MBA SEM II
Advent Institute Of Management Studies
Udaipur
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ACKNOWLEDGEMENT
I knowledge my gratitude with sense of reverence to the almighty God and those who
have contribute and spared time for the completion of this report.
My deep sense of gratitude to Dr.N.S Rao, Director , Advent institute of managementstudies for his support and guidance.
My deepest thanks to Miss Kiran Soni , the guide on the contemporary issue .She
thanks pain to go through the report and make necessary correction as and when
needed.
I would also thanks my institution and my faculty members without whom this report
would have been a distant reality. I also extend my heartfelt thanks to my family and
well wishers.
Chirag Purohit
MBA 2nd SEM (2010-12 Batch) Signature
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CONTENTS
Abstract 1
History of education in India 2
Overview of girl education in India 3
Review of literature 4
Introduction 5
Savitra‟s story 6 – 7
Competition in girls education 8
Importance of educating girls 9Problems 10
Necessities of education 11
Monitoring girls education 12
Monitoring mechanisms 13
External agency involvement and support 14
Priority to education sector 15
Improving the performance of girls 16
Major central interventions 17
Govt. schemes empowering rural girls education 18
Corporate supporter empowering rural girls education 19
NGOs empowering rural girls education 20
Suggestion 21 – 22
Conclusion 23
Bibliography 24
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Abstract
No man who worships education has got the best out of education.... Without a
gentle contempt for education no man's education is complete.
~ G.K. Chesterton.
This contemporary considers the indigenization of democracy in India by
conceptualizing participatory deliberative decision-making practice as a tool to
strengthen the functioning of local schools and to enhance democratic responsiveness
within communities. Drawing on case-studies of bottom-up approaches to school
governance, this study examines an array of innovative participatory governance
practices that have emerged in diverse rural settings to make the state more responsiveand accountable to the education of marginalized children. The author argues that these
practices ha ve enabled a fuller realization of people‟s rights and have enhanced their
ability to influence larger institutions and policies affecting the schooling and life-options
of their children.
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History of Education in India
The history of education in India is very rich and interesting. One can trace the ancient
India education to the 3rd century BC. Research shows that in the ancient days, sages
and scholars imparted education orally, but after the development of letters, it took the
form of writing. Palm leaves and barks of trees were used for education, and this in turn
helped spread the written literature. Temples and community centers often took the role
of schools.
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Overview of Girl Education in India
Although in the Vedic period women had access to education in India, they had
gradually lost this right. However, in the British period there was revival of interest in
women's education in India. During this period, various socio religious movements led
by eminent persons like Raja Ram Mohan Roy, Iswar Chandra Vidyasagar emphasized
on women's education in India. Mahatma Jyotiba Phule, Periyar and Baba Saheb
Ambedkar were leaders of the lower castes in India who took various initiatives to make
education available to the women of India. However women's education got a fillip after
the country got independence in 1947 and the government has taken various measures
to provide education to all Indian women. As a result women's literacy rate has grown
over the three decades and the growth of female literacy has in fact been higher thanthat of male literacy rate. While in 1971 only 22% of Indian women were literate, by the
end of 2001 54.16% female were literate. The growth of female literacy rate is 14.87%
as compared to 11.72 % of that of male literacy rate.
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Review of Literature
It is well documented that girls in most
parts of the developing world do not have
access to basic education or drop out of
school at an early age. The most affected
are girls in rural communities where more
than half of the world‟s population lives .
There are two main challenges faced by
rural girls in India. The first is the
intertwined problem of poverty, hunger,
and disease. The second relates to thelimited access to education and low
persistence rates leading to the high levels of illiteracy among women and girls. Low
quality of education and lack of skills training at both the formal and non-formal
education levels compounds the problem. Educating rural populations therefore remains
one of the principal challenges for the achievement of Education for All, and the
Millennium Development Goals.
It is quite well known that India has made progress in education, but not enough and notat a pace we would have like to see. Even after half a century after India attained
independence, almost 60% of girls are illiterate. Most of them have never been to
school or any other program. Recent surveys (even those done after launching of Total
Literacy Campaigns) do not reveal any dramatic changes.
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Introduction
The whole purpose of education is to
turn mirrors into windows.
By:- Sydney J. Harris.
Education is merely the delivery of
knowledge, skills and information from
teachers tostudents. In education we are
dealing with entire realms and fields of both
worldly phenomena and uniquely human
narratives that have no literal, physicalexistence.
Thus education, the process of attaining and assisting others to attain a good attitude
that enables a person to perceive accurately, think clearly, and act effectively according
to self-selected goals, is fundamentally about attitude no matter what age or level of
schooling you are concerned with.
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Savitra’s Story
The salary 16-year-old Savitra Mane receives for
a week of backbreaking field labor is less than
the cost of the 10th standard examination fee. As
a member of the Kaykadi nomadic caste, she is
the first in her family to reach even this far in her
education, yet she faces no choice now but to
drop out of school in order to support her aging
and ill family. Born to uneducated and illiterate
parents, Savitra was always a bright and eager
student, whose parents nurtured her desire tolearn and insisted that she never miss school for fieldwork. Also a dedicated daughter,
Savitra soon took it upon herself to assume more and more of the housework, in order
to relieve her mother‟s burden as a basket -weaver and homemaker.
Her father became ill when Savitra was in the 10th standard, and she found it
increasingly difficult to remain awake long enough to study, after rising early and
working late in her home. As a result, she failed her 10th standard state examinations
this March and has become a full-time field laborer, in addition to taking on all of thehousework. She still nurtures hope of returning to school, but fears that even if she is
able to carve out precious study time from her packed schedule, she will not be able to
afford the 150 Rs monthly fee for vocational school training.
Remarkably, her parents have offered to make do without her meager, but necessary,
field salary so that Savitra could return to school, but she would be determined to
balance her studies with field and housework so that she could continue supporting her
family. For Savitra, education has enabled her to gain more confidence, and while sheinsists she is not proud of herself, she is clearly a source of pride for her parents.
Savitra is not alone in her dilemma. Thousands of rural girls across the country are
forced to drop out of school due to financial constraints and educational fees. While
Savitra‟s specific circumstances may be unique, her desire to be educated and the
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simultaneous self-imposed guilt she feels for the additional sacrifices her family must
make on her behalf are shared by thousands of other rural girls. Contrary to the opinion
of many, school drop out does not result from a lack of desire on the part of the girls or
a lack of support from their families. Rather, girls drop out of school due to a lack of
resources, and the financial constraints, in actual and opportunity costs, of education.
“ How is education supposed to make me feel smarter? Besides, every time
I learn something new, it pushes some old stuff out of my brain. Remember when
I took that home winemaking course, and I forgot how to drive? ”
~The Simpsons by Matt Groening, spoken by the character Homer Simpson
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Competition in Girls’ Education
This difficulty is common knowledge to rural families, but that does not mean it need
remain an immutable fact. The Mann Vikas Samajik Sanstha NGO, in coordination with
the Mann Deshi Mahila Sahakari Bank, has proposed and successfully executed an
innovative model to combat this issue. The main objective of the Bank and its partner
sanstha is to empower poor rural girls, and they have coordinated many programs
designed to improve the lives of girls by promoting education and economic
independence. The Savitribai Phule Gram Puraskar, or “Education for All Girls: Rural
Girls Education Campaign” is one such program, intended to encourage 100% school
attendance for girls in rural India by offering villages a large cash reward, courtesy of
the Bank of India, if they achieve the goal.
The idea for the competition came from the women of the Bank‟s Self Help Group
Federation, during the Bank and Sanstha‟s 2002 annual meeting. These women
articulated the need to make education for rural children, particularly girls, a priority, and
so the competition was designed with the involvement of Self Help Groups, gram
panchayat members, teachers, and village citizens in the block.
Ten villages immediately expressed interest in supporting girls‟ education through the
competition, and two villages committed to achieving 100% enrollment this year. Over
the next few years, the Sanstha will steadily expand the scale of the competition until all
of Mann Taluka is included. Part of the inspiration for this type of competition is the
government‟s Sant Gad gemaharoj Swachata Abhiyan Cleanliness Competition, which
has so effectively cleaned up rural villages by providing the incentive and the
infrastructure to achieve cleaner and healthier communities. The government has
expressed strong interest in implement ing the Girls‟ Education Competition on the state
level, because it has already had the remarkable effect of uniting citizens to cooperateand take responsibility for supporting girls‟ education in their villages, as well as
strengthening village pride, unity, and excitement.
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Importance of Educating Girls
Educated girls are more likely to be
aware of the importance of population
control and taking their and their
children‟s health concerns more
seriously. According to the organization
Gender and Food Security, female
education “significantly improve[s]
household health and nutrition, lower[s]
child morbidity and mortality rates, and
slow[s] population growth.” And a 2005United Nations study found that,
“Education also helps to delay age at
marriage and increase age at first child birth, thereby reducing the fertility rate.
Awareness of the cost of children, increased knowledge of contraceptives, improved
communication between couples, and sense of control over one‟s life are also
influenced by education, which in turn leads to smaller and healthier fa milies,”
Educated women are also more likely to stand up for themselves, understand theirrights, participate in household decision-making, and to contribute to community or
national politics.
On a grand scale, it can be said that educating women and girls leads to an increased
overall development and wellbeing both in communities and countries where females
are educated.
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Problems:-
An Insufficient Educational System
Girls are rarely able to continue their education beyond the 10th standard, if they are
even able to reach that far. In the rare cases when a girl is able to continue through the12th standard, her occupational prospects are barely enhanced by the additional years
of schooling, so she will most likely be consigned to a life of marriage and housework.
The lack of opportunity results in part because of the low quality of education provided
by government schools, and in part because most rural girls will not be able to afford to
continue their education through the university level. Thus, while a junior college degree
has the positive affect of postponing marriage, it rarely provides the professional training
necessary to earn an income outside of the fields.
Those girls who are fortunate enough to receive vocational training are far more likely to
attain self-sufficiency than those who only complete the 12th standard but ironically,
vocational training is primarily made available only to those girls who dropped out of
school before the 10th standard. Wider access to vocational training for girls is an
important intermediate step on the road to improving girls‟ education. Vocational skills,
such as tailoring or salon skills, allow girls to become financially independent. Research
has shown that some women are more likely to support their own daughters‟ education
in the future because as income increases, opportunity and commitment to education
do as well.
Recent trends show that education programs that allow enough flexibility to permit the
needs of rural populations in the curricula are most successful at improving rural girls‟
persistence in school. Similarly it seems reasonable to suggest that adult education
programs should be culturally situated to fit the needs of women and girls in rural
communities. The purpose of this contemporary is to highlight the contexts in the design
of education programs for rural girls. We demonstrate the variations existing between
reasons why rural girls drop out of school. The discussion is intended to increase
awareness of the need to consider cultural contexts in the design of adult education
programs for rural women and girls who remain outside the formal education system.
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Necessities of education:-
Essential Ingredients for Successful Schools
Despite the dim prospects that often face girls after their schooling, the quality of theeducation they do receive and the support given to them by their schools can have a
profound effect on a girl‟s future. The High School and Junior College has made great
strides in working with parents and students to improve the quality of their education,
and the girls of villages have benefited as a result, but there is only so much a single
school can do without sufficient resources from the government.
Drawing primarily from four villages in the Satara district of rural Maharashtra, the
female enrollment of the Gondavle High School almost equals the male enrollment. Thepercentage of girls who pass the 12th standard examinations exceeds that of boys,
although fewer girls reach this level. For example, there are only 26 girls compared to
the 47 boys enrolled in the 12th standard, but 76% of those girls passed the state
examinations, compared to 69% of the whole class that passed. Interestingly, this year
there are 56 girls in the 10th standard and only 35 boys, a prominent contrast from last
year, when there were 49 male and 49 female students enrolled. Whether this is
indicative of an increased commitment to girls‟ educ ation in the region or is merely a
statistical anomaly remains up for debate, but evidence suggests that families are truly
beginning to understand the importance of educating all their children.
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Monitoring girls’ education Monitoring, evaluation and subsequent
reform will contribute towards the
broadened vision and dynamisms neededfor achieving girls‟ education targets.
Although there have been pockets of
success, on a large scale governments
have not been able to assess the
effectiveness of their inputs and have not
yet identified the factor or combination of
factors which will attract and retain girls in
school. Implications are that as
governments progress towards their targets, they will need to change directions, and
possibly policies and strategies. Hence monitoring will be a critical tool for achieving
success.
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Monitoring mechanismsGovernment of India has a well established system for monitoring programmes and
submitting regular reports to State Assemblies and the Parliament. While nationally
funded projects follow the routine system of reporting through a MIS system; assistedprojects and programmes follow two parallel system. While the regular system
continues to operate, each donor-assisted projects has its own reporting system.
Annual reports, periodic review mission and mid-term and end-project evaluations are
followed by most donors.
Lok Jumbish Rajasthan has evolved a unique planning, review and monitoring system.
The system encourages the regular participatory process review consisting of Cluster
Level Review and Planning Meetings (monthly) to Block Level Review and Planning
Meetings (monthly) culminating in the State Level Review and Planning Meetings
(periodic). IN addition LJ has a computerised MIS system to track each component of
the project i.e. building construction, training, retention register, formation of village
education committees, women‟s groups etc. all information is disaggregated by sex and
at any given point the project has information by sex from the village education
committee to the state office located in Jaipur.
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External agency involvement and supportRecognizing that governments are responsible for the education of the nation‟s children,
the external agency would be expected to assist them in:
(a) Providing the human and financial support for catalytic action,
(b) Facilitating the exchange of experiences,
(c) Assisting institutional strengthening, including capacity building,
(d) Strengthening the monitoring process at all levels,
(e) Keeping the education of girls high on the agenda.
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Priority to education sectorRe-admission of „mother -girls‟ into the formal education system and provision of
non- formal educational opportunities for „mother -girls‟ who are beyond school age.
Social mobilization in support of girls‟ schooling and third channel initiatives - mediaand business se ctor to promote girls‟ education, particularly targeting girls in difficult
circumstances, school-age household helpers for instance.
Participation of communities in the provision of education, in terms of identification of
educational needs, provision of facilities, and management and administration of
schools.
Incentives and concessions to teachers in remote areas (such as remote area
allowances and housing) lower qualification for girls wishing to enter teacher
training-colleges coupled with gradually ra ising entry requirement as girls‟ education
improves thereby increasing girls‟ enrolment rate in teachertraining colleges to 50
per cent.
Promoting science and mathematics programmes for girls by providing appropriately
trained teachers, and guidance and counselling support services.
Official recognition and support for multiple delivery systems which lead to
mainstreaming girls.
Making the girl-child the focus of decision-making in educational planning andadministration.
Providing free education, scholarships and stipends to girls, particularly from rural
areas.
Introducing primary education levies on tax payers to make available additional
funds for the acquisition of learning materials and for in-service training of teachers.
Increasing education budgets to allow greater access of girls to primary education by
establishing new school places nearer the communities.
Supporting official development assistance policies for increased budgetary
allocations to education, information and communication programs in support of the
welfare and development of girls.
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Improving the performance of girls
Studies related to the promotion of development undertaken by various countries and
by funding agencies confirm the need to improve the quality of teaching, laying
particular emphasis on girls‟ schooling, owing to the advantages derived from educating
girls, including:
- Improvement of nutrition and hygiene,
- Reduction in mortality rates,
- Reduction of women‟s fertility,
- Increased of wages for working women,
At rural level activities would focus on:
• Sensitization of public for the mobilization of human resources and for raising financial
resources in order to contribute to the design and implementation of programmes meant
to improve girls‟ learning conditions.
• Promotion of regional co-operation in designing gender-neutral textbooks which offer
an enhanced perception of the role played by girls and women in society and in the
world of labour.
•Supporting the collection of popular traditions (oral tradition, tales, songs and proverbs)
emphasizing the role of women in African society.
•Keeping the education of girls as a priority on the regional agenda, and that of the
Organization of African Unity (OAU).
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Major central interventions
There have been several innovative schemes in the sector of elementary education
following the National Policy on Education in 1986 such as Operation Blackboard,
Teacher Education Non Formal Education, National Programme for Nutritional Support
for Primary Education, State Specific Education Projects in major states like Bihar,
Rajasthan, Andhra Pradesh and Uttar Pradesh10 and DPEP in 248 districts of 18
States.
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Govt. Schemes empowering rural girls education
Schemes of Ministry of Human Resource Development (Department of Elementary
Education and Literacy) Education Guarantee Scheme and Alternative and
Innovative Education in rural areas:
Children in Remote, School-less Habitations
Support to Maktabs/Madrasas in a variety of ways to provide non-formal education
Bridge Courses/Back to School Camps
Centrality of Community involvement/management in EGS & AIE interventions
Education Volunteers
Programme for the Education at the Elementary Stage Including Non-Formal
EducationEducation (NP-NSPE-2006) (Mid-Day Meal Scheme)
Adult Education ± National Literacy Mission
Grants for Projects for Eradication of Illiteracy
Jan Shikshan Sansthans – District Repositories
Scheme of Assistance to Voluntary Agencies under Mahila Samakhya
Scheme for intellectual property Education, Research and Public outreach
Scheme for Strengthening of Boarding and Hostel Facilities for Girl Students of
Secondary and Higher Secondary schools
National Programme for Education of Girls for Elementary Level (NPEGEL)
Kasturba Gandhi Balika Vidyalaya (KGBV)
Sarv Shiksha Abhiyan
Lok Jumbish (Rajasthan)
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Corporate supporter empowering rural girl’s education
Amtec Auto Ltd.
Ascendant Consultancy Service Ltd.
Devats Ind.Pvt.Ltd.
Ernst & Young
Five Star Developers Pvt.L.
Genpact India
Haryali Pvt.Ltd
Hexware Technologies
Hughes Communication India Ltd.
Indian Angel Network Services Pvt.Ltd.
Infinity Technologies Investments Pvt.Ltd.
IPDM Service India Pvt.Ltd.
Ripples Engineering Pvt.Ltd.
Clients Associates
Saboo Coating Ltd.
Sasken Communication Technologies Ltd.
Satyam Computers Serv.Ltd.
Spot Design Pvt.Ltd.
Steria (India) Ltd.
Sujata Kohli & Associates
Nasscom
Star TV : Educating the Girl Child
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NOGs empowering rural girl’s education
ANANYA, Rourkela,
Anoopam Mission, Morgi, Dist. Anand, (for rehabilitation of orphans and widows)
Arya Samaj Gandhidham Charitable Trust- Gandhidham
Bharat Kalyan Pratishthan (Delhi)
Jammu Kashmir Sahayata Samiti (Jammu)
M D Mehta Education Trust
Manav Kalyan Trust
Sadhu Vaswani Mission, Pune (for reconstruction of houses)
Sarathi
Sewa Bharati – AhmedabadShree 5 Navtanpuri Dham, Jamnagar
SOOKRUTI, Bhubaneswar
Sri Aurobindo Education Society (Delhi)
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Suggestion
Provide schools within walking distance, closer to the place of dwelling, if necessary
satellite schools for remote hamlets,
Provide child care facilities within school premises,
Providing escort for girls, if school is away from the village or hamlet,
Introduce flexible school timings and region specific school calendar,
Provide alternatives models / forms of schooling, combine formal with non-formal,
condensed courses for drop-outs, residential schools (Ashram Shalas) for special
focus groups like nomadic tribes etc.,
Appoint more women teachers in rural areas and provide them with secure
residential accommodation.Expand pool of women teachers by lowering qualifications, providing intensive
training (near the place of dwelling), providing regular education support, organising
special condensed coursed for drop-outs who can be trained to work as teachers,
providing secure accommodation for out-station teachers, etc.
Make curriculum relevant to the lives of poor women who are engaged in battle for
survival,
Recognise the problem of working children, provide special facilities with flexible
calendar and timings,
Introduce facilities for “bridge programmes” to enable dropouts to re-enter the school
system.
Provide incentives like uniforms, textbook, exercise books, attendance scholarship,
free bus passes etc.
Involve the community in managing the school through advocacy, mobilisation and
formation of village education committees with at least 50% women members,
Improve quality of education, motivate teachers to make learning a joyful exercise,Decentralise education planning and administration, bring it close to people so that it
reflects the special needs and aspirations of the community,
Create village level education committees to plan, support, encourage and monitor
basic education,
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Mobilise public opinion for primary education and universal literacy in general and
girl‟s education in particularly. Advocate for greater political will and administrative
commitment.
Make it a national mission with time-bound goals and target through National
Literacy Mission (NLM), District Primary Education Projects (DPEP) and National
Elementary Education Mission (NEEM).
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Conclusion
Education for rural women and girls has a leveraging effect on social and economic
development and democratization. It requires a holistic approach that recognizes the
close interdependence of education and other factors such as food and water supply,
health, and agriculture. As this study clearly showed, rural women and girls were the
backbone of their societies and responsible for the survival of children. This means that
their education must take an inter-sectoral and interdisciplinary approach, encampusing
elements of agriculture, health, life skills, and entrepreneurship. This study emonstrated
that rural women in Malawi and Mali had different needs. Development planners must
resist treating rural women as a homogenous group with similar needs. It is important to
adopt a flexible and decentralized approach to adult education which builds on localneeds and resources and gives due attention to the intersection of gender, poverty, and
economic well being.
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Bibliographywww.google.com
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http://www.indiaedu.com/education-india/elementary-education.html